THEORIES AND CONCEPTS

Definition of personality PERSONALITY THEORISTS Personalityits who we are Carl Jung (yoong) Our personalities determine how we act and Sigmund Freud (froyd) react, as well as how we interact with and Hans Eysenck (ay zeh nk) respond to the world Imam Al-Ghazali Personality is the collection of characteristic thoughts, feelings, and behaviors that are associated with a person

The psyche represents a unified whole

Personality Theory: Carl Jung Personality is the psyche; it embraces all We are born with this wholeness or at least thought, feeling and behavior, conscious with the potential to become whole based And unconscious on our experiences and learning

The psyche guides us in adapting to our Thus, the purpose of life is the optimal social and physical environment development of this wholeness

The psyche is the great objective to the The psyche is a mystery; One does not know world within what the psyche is

This needs to be explored to find wholeness Just as physicists dont know what matter is

Marywsl/ipgkbl/jun 2015 1 A definition of personality provided by Jung: Structure of Personality the supreme realization of the innate A combination of systems operating on idiosyncrasy of a living being, it is an act of 3 levels of consciousness: high courage flung in the face of life, the absolute affirmation of all that constitutes Conscious the individual, the most successful Unconscious adaptation to the universal conditions of existence coupled with the greatest possible Collective unconscious freedom for self-determination

The Conscious Level - The Ego The Personal Unconscious

Consciousness appears early in life, Nothing that has been experienced perhaps before birth disappears; such experiences are stored in Jung believed that the great danger in the personal unconscious becoming conscious is to be one-sided; he Suppressed and forgotten experiences are strove to see both sides also a part of the personal unconscious The discriminating processes that develop The personal unconscious must contain in infants is the first evolvement of the ego groups of associated feelings, thoughts, The ego acts as gatekeeper - it determines and memories that have strong emotional what perceptions, thoughts, feelings and content - and that form a complex memories will enter consciousness

The Collective Unconscious

A complex means that a person is so Our evolutionary past provides a blueprint preoccupied with something that it not only of our bodies but also of our influences almost all of his or her behavior personalities, a blueprint carried in a so- Mild complexes guide and color all of our called collective unconscious lives The collective unconscious seems to Complexes are unconscious - although transcend time related elements may become conscious The collective unconscious is composed of from time to time primordial images - thought forms or memory traces from our ancestral past - Some complexes may lead to outstanding these images are a record of common achievements experiences that have been repeated over countless generations

Marywsl/ipgkbl/jun 2015 2 In Jungs own words, from his collected Neglected contents of the collective works, he indicates that the collective unconscious may find expression in such unconscious is an image of the world disorders as phobias, delusions, and other which has taken aeons to form serious psychological disturbances We inherit a predisposition or potentiality You could call it your "psychic inheritance for certain ideas It is the reservoir of our experiences as a We are born with the potential to perceive, species, a kind of knowledge we are all think and feel in many particular ways born with In addition, this potential is fulfilled by our personal experiences

Despite much research, the origins of Sigmund Freuds Personality Theory

personality are still a mystery, though there Freud believed that every person normally are many theories that attempt to explain progresses through five psychosexual stages them During the first 5 years of life, pleasure is successively focused on three zones of the Some researchers propose that children body as the oral, anal, and phallic stages learn personality from their parents; others unfold believe personality is fixed from birth Then comes a quiet latency period of about 5 or 6 years Some theories address how environment, Finally, if progress through each stage has been successful, the person reaches the genetics, and culture influence the mature or genital stage after puberty development of personality

Stage (Year) Characteristics

Oral The baby is completely dependent on others for the (Birth-1) satisfaction of all needs; body pleasure is focused on the The Structure of Personality: mouth and on the satisfaction of sucking, eating, and biting Id, Ego, Superego Anal A shift in body pleasure to the anus and by a concern with (2) the retention and expulsion of feces Freud introduced the concept of id, ego and Phallic The child observes the difference between the male and superego to explain the psychological drives (5) female and experiences what Freud called the Oedipus of man complex; initially both infants love their mother as the satisfier of their basic needs The Id: Latency A period of comparative sexual quiescence; the childs The id is the only component of personality (6-early libido (sexual instincts) is channeled into non-sexual that is present from birth; this aspect of adolescence) Activities; a period of preparation for the final stage personality is entirely unconscious and Genital With the onset of puberty comes an increased awareness includes the instinctive and primitive (Adolescence of and interest in the opposite sex. The reproductive organs - death) mature, and the endocrine system secretes hormones that behaviors result in secondary sex characteristics

Marywsl/ipgkbl/jun 2015 3 The Ego: The id is driven by the pleasure principle, When children begin to interact with others, which strives for immediate gratification of the ego develops from the id all desires, wants, and needs; if these needs are not satisfied immediately, the result is a The ego is the component of personality that state anxiety or tension is responsible for dealing with reality

For example, if the infant is hungry or The ego develops from the id and ensures uncomfortable, he or she will cry until the that the impulses of the id can be expressed demands of the id are met in a manner acceptable in the real world

The ego functions in both the conscious,

preconscious, and unconscious mind

The Superego: The ego operates based on the reality The last component of personality to develop principle, which strives to satisfy the id's desires in realistic and socially appropriate The aspect of personality that holds all of our ways internalized moral standards and ideals that we acquire from both parents and society - In many cases, the id's impulses can be our sense of right and wrong satisfied through a process of delayed gratification - the ego will eventually allow The superego provides guidelines for making the behavior, but only in the appropriate judgments time and place According to Freud, the superego begins to emerge at around age five

Two parts of the superego: The superego acts to perfect and civilize our behavior The ego ideal - includes the rules and standards for good behaviors; these behaviors It works to suppress all unacceptable urges include those which are approved of by of the id and struggles to make the ego act parental and other authority figures; obeying upon idealistic standards rather than upon these rules leads to feelings of pride, value realistic principles and accomplishment The superego is present in the conscious, The conscience - includes information about preconscious and unconscious things that are viewed as bad by parents and society; these behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse

Marywsl/ipgkbl/jun 2015 4 Defense Mechanisms and Ego Anxiety Interaction between id, ego and superego: A person with good ego strength is able to The ego also has to cope with the conflicting effectively manage the conflicts between the demands of the id and the superego id, ego and superego, while those with too much or too little ego strength can become The id seeks to fulfill all wants, needs and too unyielding or too disrupting impulses while the superego tries to get the ego to act in an idealistic and moral manner According to Freud, the key to a healthy personality is a balance between the id, the When the ego cannot deal with the demands ego, and the superego of our desires, the constraints of reality and our own moral standards, anxiety sets in

Reality anxiety - fear of real-world events;

According to Freud, anxiety is an unpleasant the cause of this anxiety is usually easily inner state that people seek to avoid; anxiety identified e.g. a person might fear receiving acts as a signal to the ego that things are not a dog bite when they are near a menacing dog going right Moral anxiety - involves a fear of violating our Freud identified three types of anxiety: own moral principles Neurotic anxiety - unconscious worry that we will lose control of the id's urges, resulting in In order to deal with this anxiety, Freud punishment for inappropriate behavior believed that defense mechanisms help shield the ego from the conflicts created by the id, superego and reality

Name Explanation Ten Defense Mechanisms Denial Denial is an outright refusal to admit or recognize that something has occurred or is currently occurring. It protects the ego from things that the individual cannot cope with Repression Repression acts to keep information out of conscious Denial awareness, but actually the memories continue to influence Repression our behavior - a person with repressed memories of child Suppression abuse may later have relationship problems Displacement Suppression To consciously force unwanted information out of our awareness; but it is usually believed to occur unconsciously Sublimation Displace Taking out our frustrations, feelings and impulses on people Projection -ment or objects that are less threatening. Rather than expressing Intellectualization our anger in front of the boss, we instead express our anger Rationalization towards a friends or pets Regression Sublimation To act out unacceptable impulses by converting these Reaction formation behaviors into a more acceptable form. A person experiencing extreme anger might take up kick-boxing as a means of venting frustration.

Marywsl/ipgkbl/jun 2015 5 Projection Taking our own unacceptable qualities or feelings and ascribing them to other people. If you have a strong dislike for someone, you might instead believe that he/she does not like you Hans Eysencks Personality Theory Intellectual- Works to reduce anxiety by thinking about events in a cold, ization clinical way; A person diagnosed with a terminal illness might focus on learning about the disease to avoid distress and the Hans Eysenck, believed that all human traits reality of the situation can be broken down into three distinct Rationaliza Explaining an unacceptable behavior or feeling in a rational universal categories called supertraits: -tion or logical manner, avoiding the true reasons for the behavior; A student blames a poor exam score on the instructor rather than his lack of preparation 1. Introversion-Extraversion Regression When confronted by stressful events, people sometimes 2. Neuroticism-Emotional Stability abandon coping strategies and revert to patterns of behavior 3. Psychoticism used earlier in development, e.g. cry or sulk over bad news Reaction Reduce anxiety by taking up the opposite feeling, impulse or formation behavior, e.g., treating someone you strongly dislike in an excessively friendly manner to hide your true feelings

Introversion involves directing attention on to become upset or emotional, while stability inner experiences, while extraversion relates refers to the tendency to remain emotionally to focusing attention outward on other people constant and the environment Psychoticism A person high in introversion might be quiet Individuals who are high on this trait tend to and reserved, while an individual high in have difficulty dealing with reality and may extraversion might be sociable and outgoing be antisocial, hostile, non-empathetic and manipulative Neuroticism/Emotional Stability: This dimension of Eysencks trait theory is related to moodiness versus even- temperedness

Traits and Supertraits

Everyone exhibits specific responses to both Development of Trait and Supertrait internal and external stimuli

These specific responses will vary according

to the intensity of the stimuli, the situation, state of mind, and many other factors

When this behavior becomes the normal way

to respond, the response then becomes a habit

When all these habitual responses are

combined, they become a trait

Marywsl/ipgkbl/jun 2015 6 Example: A girl is very concerned about how other people view her. She stays away from However, due to the vast differences in strangers in most specific situations. When personality, it is quite difficult to determine this behavior becomes the normal way to the supertrait of an individual based on respond to new people, the response then responses and habits only becomes a habit. Suppose that she also avoids public settings where a large number Eysenck argued that there were varying of people gather, or limits her social activity degrees of each of the two supertraits and to only a few trusted friends. When all of most of us fall somewhere on the spectrum these habitual responses are combined, they between Stable versus Unstable (neurotic) become part of a larger group known as a and Introverted versus Extroverted trait (shyness or social phobia). This trait, is a component of one of the three supertraits, i.e. introversion-extraversion

Eysencks Model of Personality

The person who is high on extroversion and high on stability may fall in the lower right quadrant of the circle

Those who are less stable and more

4 1 introverted would fall somewhere in the upper left

According to this diagram, each of us will

3 2 ultimately fall somewhere on the circle based on a sum of our responses and traits

Man are born pure and changes to the

Al Ghazalis Personality Theory personality depends on the influences on the mind, soul and body

Imam Al-Ghazali deliberated a lot on the Mans personality becomes perfect when mind, soul and body the body, soul, mind and spirit are in a (akal, jiwa dan raga) balanced state In his theory, the spiritual aspect of man controls the body Al-Ghazali emphasized the concept of The Al-Quran also contains information Everlasting Nature of Soul, which exists regarding the mind, soul and body in religion, and believes in the life hereafter

Marywsl/ipgkbl/jun 2015 7 CLASSIFICATION OF PERSONALITY The Five dimensions of personality: The following chart is an example, where Extraversion, agreeableness, each triangle marker represents the degree conscientiousness, emotional stability, each of the five factors is present for a intellect particular individual

Anyones personality can be measured along The factor numbers are in the first column, these five dimensions using a variety of followed by the factor names questionnaires and assessment instruments designed for this The last column names each inverse trait

The result can be displayed in a chart

showing where your personality falls between the extreme poles for each trait

Your Personality Profile

People vary in the strength with which their I Extroverted Introverted personalities exhibit each trait II Agreeable Antagonistic

III Conscientious Disorganized Most people fall somewhere between the

extremes of each pole, and are neither pure

extrovert nor pure introvert IV Neurotic Emotionally Stable V Open Closed This person is somewhat antagonistic (not agreeable), quite conscientious, rather In this example the person is more emotionally stable and somewhat more open extroverted than introverted, but not to experience (high intellect) than closed to extremely so (the Factor I marker is not all experience the way to the left)

Personality is stable over very long periods Extroversion and introspection are not of time; personality traits do not change mutually exclusive There is some misunderstanding of the They form the stable second layer in the nature of introverted and extroverted architecture for interaction model personalities Since the days of Carl Jung's research on Understanding, accepting, and applying your personality, people often contrast personality traits is an important part of outgoing, extroverted activity with knowing yourself introspective, contemplative behavior Jung believed that extroversion was determined by whether a person is inward or outward looking

Marywsl/ipgkbl/jun 2015 8 There's been a lot of research in the last Personality traits in the classroom 10-20 years that has made it clear that Brown (2000) argues that personality is one extroversion versus introversion is about the of the affective factors that are equally important for explaining differential success contrast between being active, energetic, among second language learners adventurous, assertive and somewhat sociable versus being quiet, passive, timid, While extroversion is associated with submissive, and somewhat unsociable risk-taking, introversion is subsumed under the concept of self-esteem A person can climb a mountain a very extroverted thing to do even if it's done According to Myers (1962), extroverts tend alone and can be very introspective while to prefer learning situations that afford doing that. interaction, while introverts tend to prefer small groups

Students from Galvan and Fukadas (1997/ According to Barrett and Connot (1986), 1998) study explained they were unable to introverted students are least involved in participate in class because they were not school activities and have lower academic used to a student-centered class setting achievement A study conducted by Galvan and Fukada (1997/1998) found that students who were As Carskadon (1978) states, extroverts outgoing participated more than introverts generally produce more action with fewer did thoughts whereas introverts produce numerous thoughts with little action Knowledge of personal preferences can help teachers understand and predict student Carl Jung classified personality into three performance so they can restructure the types: extrovert, introvert and ambivert situation to facilitate student participation .

People who exhibit an EXTROVERTED

Those at the opposite end of the spectrum personality have the following characteristics: are considered to have an INTROVERTED They direct all their energy and attention personality type: outward, towards people and objects People who are extremely introverted They are more social, active, and direct their energy and attention inward spontaneous toward their own ideas They find their energy in things and in They rely more on reflective thinking, and people they try to better understand their They are very uncomfortable being alone situations The motto for many extroverts might be: They find their energy in the inner world of "Ready, Fire, Aim . . ." because they ideas, concepts, and abstractions experience no impression without expression They want to better understand the world

Marywsl/ipgkbl/jun 2015 9 They are concentrated and reflective Characteristics of Ambiverts thinkers The motto for many introverts might be: "Ready, Aim, Aim . . ." because introverts This refers to people who have a combination of introvert and extrovert characteristics experience no impression without reflection Most people fall into this category, where introvert characteristics are apparent at one time and extrovert characteristics are apparent at other times

FACTORS INFLUENCING PERSONALITY

Ambiverts are usually active but sensitive, like to socialize, but choose to work Although there has been much research individually, able to speak fluently but they regarding personality, the origins of think first before they give their opinion personality remains a mystery

Example: A student who is smart in his

Researchers suggest that: studies but prefers to study on his own instead of in a group Children learn about personality from their parents Personality has been determined at birth The environment, heredity and culture influence personality development

Genetic factor: Inherited genetic material Intelligence also plays an important role in determine characteristics such as body the development of personality structure, intelligence and emotions of a person Individuals who have a high degree of intelligence may have more outgoing Individuals who are physically handicapped, personality, are confident, smart, daring and for example deaf and dumb may have even proud introverted personality characteristics and are too shy to come forward in front of Emotional characteristics inherited from others parents can also influence personality individuals who are usually unhappy project a personality that appears aggressive and bad tempered

Marywsl/ipgkbl/jun 2015 10 Environmental factors also play an important role in the development of personality The school environment also influences personality development A family environment that is harmonious and happy encourages development of personality A teacher who is loving and caring and is that is positive and stable dedicated to teaching students will be an excellent role model for development of In contrast, a family environment that is positive personality traits among students chaotic encourages development of personality that is negative and unstable Peer perception and acceptance also encourages development of positive and confident personality characteristics

Societal values and practices also influence Culture and Personality

personality development Cultural psychologists have noted that some aspects of personality differ across These influences depend on the type of cultural groups experiences the individual has in life For example, Americans and Asians have slightly different conceptions of self According to Freud, bitter and sad American culture promotes a view of the self experiences leads to development of a as independent; American children tend to personality that is withdrawn, shy, fearful describe themselves in terms of personal and unhappy attributes, values, and achievements and they learn to be self-reliant, to compete with others, and to value their uniqueness

Many Asian cultures, such as those of IMPLICATIONS IN

Japan and China, promote a view of the TEACHING AND LEARNING self as interdependent Children from these cultures tend to Personality traits in the classroom describe themselves in terms of which Participation usually means students groups they belong to speaking in class: answer and ask questions, They learn to rely on others, to be modest make comments, and join in discussions about achievements, and to fit into groups Students who do not participate in those ways mentioned above are often considered to be passive and are generally penalized when participation is graded

Marywsl/ipgkbl/jun 2015 11 Teachers should be able to identify the The teacher should be able to predict the interests and learning styles of their students responses and behavior of students in certain situations and be prepared The teacher will then be able to select t-l beforehand to handle such situations activities that are suitable and interesting and ensure t-l is effective Example: A situation where a student who is rather passive and inferior is unable to Example: If there are students who are answer a question correctly and is laughed at rather passive and do not like group by his peers; the teacher should be ready activities, the teacher could group them with an easier question that he can answer together with peers who are more active so this will reinstate his self confidence in front that they learn to be more actively involved of the other students in learning

The teacher should encourage students to The teacher should be fair to all students in share what they have achieved with other the class, accepting the views put forward by students students regardless of their personality type Example: A quiet, shy student who is good This will result in good rapport between the at drawing may be encouraged to show his teacher and students and encourage drawing to the class development of positive personality among students As a result, the student will feel that he is appreciated by his teacher and peers

This indirectly improves his personality

from one who is shy and quiet, even inferior, to one who is more confident